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Open Education and Open Development – working together



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Open Education and Open Development – working together

  1. 1. Open Education and Open Development – working together Friday 18th July, OKFestival, Berlin Marieke Guy PRESENTED BY
  2. 2. LinkedUp Project Linking data for Education •  EU Project from Nov 2012 - Nov 2014 •  FP7 Support Action which “pushes forward the exploitation and adoption of public, open data available on the Web, in particular by educational organisations and institutions” Activities: •  LinkedUp Challenge: Veni, Vidi, Vici •  Evaluation Framework for Open Web Data •  Open Web Data Success Stories •  Collation of datasets •  Community building
  3. 3. Open Education Working Group …established to bring together people and groups interested in open education. Its goal is to initiate global cross-sector and cross-domain activity that encompasses the various facets of open education.
  4. 4.
  5. 5. Open Education Pie •  Policy •  OER •  Accreditation and badges •  Licensing •  Tools •  Data •  Learning and teaching practices •  …
  6. 6. Advisory Board
  7. 7. Open Education Around the World Series of posts •  Greenland •  Iceland •  United Kingdom •  Scotland •  Tanzania •  India •  South Africa •  Rwanda •  Holland …
  8. 8. General Activities Areas of interest and ideas ●  Community building – making contact ●  Open Education timeline ●  OKFestival, July, Berlin – Open Education Smörgåsbord session ●  Support for LMRI initiatives, standards, platform for Open Standards work ●  OER and small languages and cultures (multilingualism) ●  Open Education language – making it appropriate for all ●  Support for member activities e.g. Open Data Ireland booksprint ●  Connections with local groups: Belgium, Finland, Brazil
  9. 9. Activities: Handbook The Open Education Handbook •  A collaboratively written living web document targeting educational practitioners and the education community at large •  Coverage is broad and determined by authors •  Kick-started at a series of booksprints and events •  Available online for editing in Booktype, open source book editing software •  Translated in to Portuguese, set on Slidewiki •  Future plans: glossary, universal style, definitions, synergies between areas, flow, fact checking, more questions, front end
  10. 10. Booksprints
  11. 11. Plans for the Future Growing organically… •  Listening to the community and following up in directions where they feel there is a gap and we can help •  Linking with other organisations and initiatives •  Creating a members group •  Making myself redundant!! You can: •  Join our mailing list: •  Email me:
  12. 12. The Internet Audience Some context… By end 2014, the number of Internet users globally will have reached almost 3 billion. Two-thirds of the world’s Internet users are from the developing world. This corresponds to an Internet-user penetration of 40 per cent globally, 78 per cent in developed countries and 32 per cent in developing countries. More than 90 per cent of the people who are not yet using the Internet are from the developing world. ITU (International Telecommunication Union) - the United Nations specialized agency for information and communication technologies, May 2014
  13. 13. Making it Matter Workshop So what does it have to do with us? ●  “Supporting education in the developing world through open and linked data” ●  Workshop held in London on 16th May ●  Approximately 30 people: teachers, educators, members of the open development movement, open data and linked data communities, developers, technologists ●  Talks, break out sessions ●  Entire day streamed and shared afterwards ●  Concrete outputs
  14. 14. Breakouts •  What real world problems are there related to education in the developing world that could potentially be solved by data and technology solutions? •  What data is out there and what data could be released to aid education in the developing world •  Next Steps – what are we going to do?
  15. 15. Real world Problems Related to education could be solved by data/technology •  Resources and data tend to be in specific languages •  Quality of OERs and their discoverability. •  Poor infrastructure means that education can rarely be carried out solely online. •  Currently resources and technology are often built by the developed world for others to use. We need to flip this approach and support through training. •  Teachers are under-qualified and not sufficiently trained. •  Decisions makers are not well informed of the potential of open education/data. •  Key areas that need more support: adult literacy, special needs, non-science subjects, vocational training. Lack of resources or skill sharing in these areas. •  Better ways for us to work with commercial suppliers and fresh approaches to business models. •  Missing some very basic data sets, such as the location of schools, infrastructure details e.g. electricity availability, text book use etc. •  There is a need to enhance local open data ecosystems.
  16. 16. Available Data And what data could be released •  Student data: attendance, grades, skills, exams, homework… Course data: employability related to courses, curriculum, syllabus, VLE data, number of textbooks, skills, digital literacy… •  Institution data: success/failure rates, results, infrastructure, power consumption, location, student enrolment, textbook budget, teacher contracts, drop out rates, total cost of ownership, sponsorship, cost per pupil, graduation rates, male vs female, years in education, ratio of students to teaching staff… •  Learning analytics: Laptop data (possibly from the OLPC programme), time on tasks, OER data, use of different programmes/apps, web site data… •  Policy/Government data: equity, budgets, spending, UNESCO literacy data, deprivation and marginalisation in education, participation…
  17. 17. Next steps Quick wins and bigger asks… Quick wins •  Ideas from the day will feed in to the Vici Focused track •  Contribute to the Open Education Handbook, join group Bigger Asks •  Learn from others: Looking at what is already taking place in other countries (such as Brazil) who are ahead of the game. •  Teach others: Share what we know so that the developing world can learn new skills and use them to find their own path. •  Find solutions: To the problems that we’ve identified, this will take time, money and a driven community. •  Show impact: Find ways to measure the impact of what we are doing: are we making a difference? What stories can we share? •  Run a data census for education data
  18. 18. Vici Submission deadline 5 September
  19. 19. Paper provisory title: My Transparent School – A comparative analysis of open government data in basic education between Brazil and England Ritter
  20. 20. Open Development Connecting with your working group •  Similar goals: Ensuring access to education is a key challenge in developing countries •  Interest in data: Data has a role to play in relation to student requirements, transparent finances, infrastructure, government decisions, policy …etc. •  Open content: Open education has experience of open content and resources •  …